Date
October 2004
Name
Jonathan Kittrell
Topic
Illustration:
In this lesson, students will first be read a story, and then will be prompted by the
instructor to create a painting in response to it.
Objectives / Expected Learner Outcomes
For Kindergarten and Grade 11. Students will interpret the story and imagine an appropriate conclusion to it.
2. Students will use paints in a responsible manner to illustrate their conclusion.
For Grade 2 and 31. Students will demonstrate their understanding for concept of talent by identifying and
illustrating a talent of their own.
2. Students will use materials appropriately and responsibly.
National Standards for Visual Art
Content Standard 1 - Understanding and applying media, techniques, and processes
- Students use different media, techniques, and processes to communicate ideas,
experiences, and stories
- Students use art materials and tools in a safe and responsible manner
Content Standard 2 - Using knowledge of structures and functions
- Students use visual structures and functions of art to communicate ideas
Virginia Visual Arts SOL
K.1
The student will create works of art that represent personal solutions to art
problems.
K.2
The student will demonstrate self-expression through creation of works of art.
K.11 The student will demonstrate motor skills in painting, pasting, gluing, folding,
cutting, modeling, printing, and stamping.
K.13 The student will identify the purposes for creating works of art.
1.4
1.5
The student will create works of art inspired by spoken and written stories and
poems.
The student will create art from real and imaginary sources of inspiration.
2.2
2.8
The student will use literary sources to generate ideas for works of art.
The student will identify and use a variety of sources for art ideas, including nature,
people, images, imagination, and resource materials.
3.3
The student will develop art ideas from alternative sources, including print, nonprint, and technology.
Student Group Targeted
Grades K – 3 - heterogeneous class
Time Required
one 45-minute session
Materials and Resources
For Kindergarten and Grade 1- Paint
- Paper
-Segment from “Goblin Story” by Else Holmelund Minarik
One day a little goblin went by an old cave. It was old, it was cold, it was dark.
And something inside it went bump. What was that? BUMP! “Hoo-ooh—“ cried
the goblin. He got so scared that he jumped right out of his shoes. Then he began
to run. Pit – pat – pit – pat – pit – pat – What was that? SOMETHING was
running after him. Oh my goodness, what could it be? The goblin was too scared
to even look back. He ran faster than ever. But so did the SOMETHING that went
pit – pat – pit – pat – pit – pat – The goblin saw a hole in a tree. He jumped inside
to hide. The pit – pat – pit – pat came closer, closer—CLOSER—till it stopped,
right by the hole in the tree! Then all was quiet. Nothing happened. Nothing. The
little goblin wanted to peek out. It was so quiet. Should he peek out? Yes, he
would. He WOULD peek out! And he did. “Eeeeeh--!” cried the goblin. Do you
know what he saw?
For Grades 2 and 3- Paint
- Brushes
- Paper
-The Legend of the Indian Paintbrush by Tomie dePaola
Itinerary and Strategies
The lesson begins by reading the story to the class.
For “Goblin Story” :
In the story the goblin gets very scared. What was it that startled him? Why would the
goblin be so scared of a noise in the cave? (it was dark.) Why would the cave being dark
make it scarier? (you can’t see what’s there.)
What happens after the goblin starts running from the noise in the cave? (he jumps out of
his shoes. whatever is making the noise follows him.) So do you think he was being
chased by something really scary, or do you think maybe he overacted, and it’s
something he has no reason to be afraid of?
I want you all to imagine what you think was in the cave. It could be something really
scary, or not scary at all. It could be something that will make us laugh because the
goblin was so scared of it.
For Indian Paintbrush:
In Indian Paintbrush, a lot of the story is about talents. Who knows what a talent is? A
talent is an ability or skill, and there are many different ways that someone can be
talented. You might be good at writing or math, or at singing or dancing, or you could be
good at sports or art.
At the beginning of the story, I read about some of the talents most of the boys had. Does
anyone remember one of those talents? (riding, running, shooting their bows, wrestling).
Was Little Gopher good at those things? But there was another talent he had that was
unusual. What was it?
I bet that everyone in here has a special talent of some kind. Can anyone tell me about a
talent that one of your classmates has? Now I want you all to think about a talent you
have. It might be something that people usually overlook, just like Little Gopher’s talent
for painting.
Assessment
K-1
materials
creative
thinking
needs work
careless- spills and mixes
paints. rips paper. gets paint
on others, in other parts
classroom, etc.
cannot explain relationship
of painting to story
fair
is relatively careful with
materials but has some
accidentally spills, smears
paint, etc.
good
uses materials
with care. doesn’t
mix paint
explains
relationship of
painting to story